![References
• Corder, S.P. (1987). Error analysis and interlanguage. Oxford, Oxford University Press.
• Ellis, Rod, Shawn Loewen, and Rosemary Erlam. "IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND
THE ACQUISITION OF L2 GRAMMAR." Studies in Second Language Acquisition 28.2 (2006): 339-68.
• Ellis, R. (1997). Second language acquisition. Oxford, Oxford University Press.
• Lightbown, Patsy, and Nina M. Spada. How Languages Are Learned. Oxford [england: Oxford University
Press, 2006. Print
• Lopez, M. 1996. Presentation on Error Correction at the AII-ALC TEFL Conference. Marrakech, Morocco.
• World Learning. (2019). What Kind of Error Correction Works? In “Teaching Grammar Communicatively”
[MOOC].
• https://escholarship.org/uc/item/2504d6w3
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04 Webinar Slides.pptx.pdf
- 1. Teaching Grammar Communicatively in the Philippines
- 2. Teaching Grammar Communicatively - Schedule What does communicative grammar teaching involve? Tana Ebaugh March 15-18, 2021 6:00-8:00 pm PHT Ways of Mediating Grammar Instruction and Activities Christopher Ott April 5-8, 2021 6:00-8:00 pm PHT Integrating Grammar into a Skill-Based Lesson Samantha Parkes April 12-15, 2021 6:00-8:00 pm PHT Correcting Grammar Errors and Giving Feedback Christopher Ott April 19-22, 2021 6:00-8:00 pm PHT Planning Lessons Using the Communicative Approach Samantha Parkes April 26-29, 2021 6:00-8:00 pm PHT One Step further: Tasks Tana Ebaugh May 3-6, 2021 6:00-8:00 pm PHT
- 3. Webinar Objectives In this webinar, we will: • explore some of the reasons that students make errors • discuss how to evaluate the suitability of error correction techniques for different teaching contexts • examine how to use a range of error correction techniques appropriately • relax and have fun
- 4. Agenda • Review previous webinar sessions • Suitability of error correction • Types of error correction techniques • Research on feedback techniques • Feedback activities
- 5. Review Please name one thing that you learned from Week 1 Week 2 week 3 F A Chat Box
- 6. © 2021 by Christopher Ott Correcting Grammar Errors and Giving Feedback for the “Teaching Grammar Communicatively in the Philippines” program, sponsored by the U.S. Department of State and the Regional English Language Office in Manila; funding provided by the U.S. government and administered by English Language Programs, Georgetown University. This work is licensed under the Creative Commons Attribution 4.0 License, except where noted. To view a copy of the license, visit: http://creativecommons.org/licenses/by/4.0/ Correcting Grammar Errors and Giving Feedback
- 7. Poll 1 When students make errors, do you always correct them? Yes or No
- 8. Poll 2 What are your students’ most common reactions to your corrective feedback? 1. They do not notice my attempts to correct. 2. They become embarrassed. 3. They are grateful/encouraged.
- 9. Pre-assessment You have a student who is at the intermediate level. She has no knowledge of grammar terms (verb, adjective, etc.). She is engaged in a controlled communicative grammar activity that is focused on observing correct subject-verb agreement (SVA). You overhear her say: “My mother go shopping two times a week. They always bring me something home.” Which error would you correct? Both? Write down the exact words you would say to the student when correcting. Chat Box F A
- 10. Should we always correct errors?
- 11. The Suitability of Error Correction
- 12. To Correct or Not to Correct 1. Consequences of under/over correction 2. Culture and student perceptions 3. Why students make errors 4. When to correct errors
- 13. Under/over correction consequences •Under correction can lead to lack of accuracy hinder language development sequence fossilization of errors •Over correction can lead to hinderance of fluency avoidance can raise the affective filter
- 14. Culture and Student Perceptions •Student and teacher perceptions of error correction do not always match •Teachers need to explore learners’ beliefs to meet them •Teachers should ascertain their students’ attitudes towards feedback, explain the value of feedback, and negotiate agreed goals for feedback with them. The goals are likely to vary according to the social and situational context (could be done in L1). Ellis, 1995
- 15. Why students make errors •Developmental sequence: developmental sequence in English as an L2 is similar regardless of L1 (posted in resources) •Transfer from L1 (not all errors arise from linguistic transfer) •Experimenting with language •Overgeneralizations: shows that the learner is trying to apply rules •Students don’t study…
- 16. When to Correct Errors? 1. Does the error affect communication? (meaning) 2. Are we concentrating on accuracy at the moment? 3. What is the grammar focus/objective of the activity/lesson? 4. Is this an error that many students are making?
- 17. Assessment Your students are engaged in a free communicative activity focused on fluency, but a few students are making the same SVA error. What questions might you ask yourself to determine whether to give corrective feedback? Chat Box F A
- 18. What questions might you ask yourself to determine whether to give corrective feedback? Am I over or under correcting? What are the students’ perception of error correction? Why are they making the error? Is it interfering with comprehension? What type of activity is it? Objective? Is it an error many students are making?
- 20. Explicit Versus Implicit “Corrective feedback differs in terms of how implicit or explicit it is. In the case of implicit feedback, there is no overt indicator that an error has been committed, whereas in explicit feedback types, there is.” Ellis et al, 2006
- 21. Error Correction Techniques 1. Recasts 2. Clarification request 3. Metalinguistic feedback 4. Elicitation 5. Repetition 6. Explicit correction Implicit F A
- 22. 1. Recasts Recasts involve the teacher’s reformation of the student’s utterance without the error. S. Why you don’t like Mark? T. Why don’t you like Mark? S. I don’t know, I don’t like him.* *notice that sometimes students become confused about what they should focus on: form or meaning.
- 23. Recasts I take the bus to school everyday. Its has a terrible smell inside. It has a terrible smell inside. Chat Box F A
- 24. 2. Clarification request Clarification requests involve the teacher asking the student questions such as “Pardon me?” or “What do you mean by….” T. How often do you wash the dishes? S. Fourteen. T. Excuse me? (clarification request) S. Fourteen for a week. T. Fourteen times a week. (recast)
- 25. Metalinguistic Feedback Lightbown and Spada
- 26. 3. Metalinguistic Feedback Involves comments or questions that suggests an error has occurred without explicitly correcting it. Also provides some type of grammar terminology that applies to the error. S. We look at the people yesterday. T. What’s the ending we put on verbs when we talk about the past? S. -ed.
- 27. Metalinguistic Feedback I love when we spends time in the garden. In the present tense we only add an -s ending to the verb when the subject is third person singular, he/she/it. Chat Box F A
- 28. 4. Elicitation Elicitation asks student to complete the teacher’s utterance or reformulate their own utterance based on a teacher’s partial sentence. Elicitation uses three techniques: Teacher elicits completion of their own sentences: “It’s a….” Teacher uses questions: “How do we say X in English?” Teacher asks student to reformulate utterance: S. I go to school every days. T. I go to school every… S. Day.
- 29. Elicitation My sister always on the phone. She talk too much! My sister is always on the phone. She… Chat Box F A
- 30. 5. Repetition Repetition means that a teacher repeats the students utterance including the error but with emphasis on the error and often with rising intonation (to form a question). S. We is… T. We is? S. We are…
- 31. Repetition Chat Box F A My husband are the worst. He never help around the house. My husband are the worst?
- 32. 6. Explicit Correction Explicit correction means that a teacher directly tells the student that they have made an error and provides the correct form of the utterance. S. The dog runs fastly. T. ‘Fastly’ does not exist in English. Fast does not take -ly. In English we say, The dog runs quickly.
- 33. Explicit Correction All these bags is killing my back! That’s not correct. You would say ‘these bags are killing my back.’ F A Chat Box
- 34. Poll 3 Which technique do you prefer? •Recast •Clarification request •Metalinguistic feedback •Elicitation •Repetition •Explicit correction
- 35. Uptake and Repair •Uptake: a learner’s observable immediate response to corrective feedback. •If students do not notice a teacher’s corrective feedback or that they have made an error, corrective feedback in any form is ineffective. •Repair: this refers to a learner’s ability to notice their error and correct it based on feedback.
- 36. Find Someone Who... loves grammar has a dog goes to the park every day plays an instrument lives with a grandparent likes Aquaman likes to swim reads every day knows someone famous Tana Sam
- 37. Multiple Corrective Feedback Techniques Chris: What did you find out about Sam, Tana? Tana: She love… Chris: She love? Tana: Yes. She love grammar. Chris: In the 3rd person singular present tense the verb takes an –s ending. Tana:… Chris: There is an error in your sentence. “Love” needs an –s at the end and so we say Sam loves…. Try again. Tana: Sam loves grammar. Chris: Good job! F A (assessment ) (error) (repetition) (no uptake) (metalinguistic feedback) (no uptake) (explicit correction) (repair) Chat Box
- 38. Discussion •Why did I keep changing techniques? •Which did I use first, implicit or explicit techniques? •Why? Chat Box
- 39. Post-assessment You have a student who is at the intermediate level. She has no knowledge of grammar terms. She is engaged in a controlled communicative activity that is focused on observing the correct SVA. You overhear her say: “My mother go shopping two times a week. They always bring me something home.” How would you correct this? What technique would you use? What if there is no uptake from the student? Chat Box F A
- 40. Assessment •Look at your Follow Along document •Notice the answer you provided for the pre-assessment (slide 2). •Is your answer different from the post-assessment (slide 11)? F A
- 41. Assessment 2 You have an intermediate level student who is knowledgeable about grammar terms and rules. She is a shy student and struggles to communicating freely. You have already done a controlled activity with a focus on the passive voice. During the free activity you overhear the student say: “She were robbed by the man.” Would you correct the error? If yes, what correction technique would you use? Why? Chat Box F A
- 42. Research on Feedback Lyster found that in French content-based classrooms: •Recasts (restating in correct form) less likely to result in uptake •Clarification requests, metalinguistic feedback, and repetitions were more effective in students noticing an error had occurred (uptake) •Elicitation and metalinguistic feedback resulted in correct use of target language (repair) Lyster 1998
- 43. Discussion Questions •What error correction techniques would work best for your students during communicative activities? •What error correction techniques wouldn't work for your students? Chat Box
- 44. Secret to feedback and error correction •There is no secret •Feedback and error correction are teaching skills that take practice and develop over time •Depends on teacher’s context/culture and students’ language level •Depends on individual student’s attitude towards error correction •Depends on activity type and approach to teaching
- 46. Eavesdropping While students are working in groups or pairs, circulate and note mistakes heard (write as much context as possible). Then at the end of that class or any other time, write the sentences on the board to be corrected as a class discussion. Variation 1: Have the students correct the mistakes in small groups and compare their answers with other small groups. Variation 2: Have each small group work on two or three sentences, and then present and explain their corrections to the class. Variation 3: Make a worksheet from the mistakes to be used in any of the above ways or given as homework.
- 47. Fishbowl One part of the class is grouped into the center of the room for a discussion The remaining students sit around them and listen silently to the discussion, noting any mistakes they hear. The listeners put a summary of the mistakes on the board for class correction. Then switch roles and repeat so all the students get to perform both tasks. The discussion group shouldn't have more than five or six students. Group Discussion
- 48. Summary/Review •Over and under correction have consequences: find a balance. •Negotiate a plan with students for error correction. •Try to understand why students are making errors. •There are multiple questions to ask to determine when and how to give corrective feedback. •Uptake and repair are essential for effective corrective feedback regardless of technique.
- 49. Summary/Review 1. Recast 2. Clarification request 3. Metalinguistic feedback 4. Elicitation 5. Repetition 6. Explicit correction
- 50. Assignment Create an error correction strategy plan for a controlled communicative grammar lesson (could be the Find Someone Who… activity from week 3). What is your objective for the students? Be specific. Which specific error(s) will you focus on? What error correction technique will you use? In which circumstance? Why? What will you do if there is no uptake?
- 51. References • Corder, S.P. (1987). Error analysis and interlanguage. Oxford, Oxford University Press. • Ellis, Rod, Shawn Loewen, and Rosemary Erlam. "IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR." Studies in Second Language Acquisition 28.2 (2006): 339-68. • Ellis, R. (1997). Second language acquisition. Oxford, Oxford University Press. • Lightbown, Patsy, and Nina M. Spada. How Languages Are Learned. Oxford [england: Oxford University Press, 2006. Print • Lopez, M. 1996. Presentation on Error Correction at the AII-ALC TEFL Conference. Marrakech, Morocco. • World Learning. (2019). What Kind of Error Correction Works? In “Teaching Grammar Communicatively” [MOOC]. • https://escholarship.org/uc/item/2504d6w3 Unless otherwise noted, all images in this presentation are the author’s own or are “no-attribution required” under the Pixabay simplified license or the Unsplash license.
- 52. For more information, questions, or comments, visit: RELO Manila Facebook: www.facebook.com/RELOManila/ RELO Manila website: https://ph.usembassy.gov/education-culture/relo/ [Name] website: [add url for any other site you want to feature] Thank you!
- 53. Thanks for joining us! The next Teaching Grammar Communicatively session, Planning Lessons Using the Communicative Approach is from April 26-29. We hope to see you then!